IntroductionIn general , nestlingren aged four to twelve years middle-aged leave forth vocabularies for defining some words particularly those that atomic number 18 not familiar to them or to express their thoughts about them . Their lack of wording may be partly a endpoint of the structure of the English language as most oftentimes the common use of words to define something is vague and inexact (Freeman 1989 ,. 523 . Nevertheless , Heath , Potter Perry (1995 pointed out that as the gentlemans gentleman of preschoolers expand beyond the family boarder where they meet other children and adults , their vocabulary increase rapidly and by the age of five , they lead have a vocabulary of more than 2000 words copious to define familiar objects , identify colors and express their desires and frustrations (p . one hundred thirty . Lerner Easterbrooks Mistry (2003 ) stressed that language is a social phenomenon and that language emergence is a social process (p .
173 Therefore the more children link with other children , the more that he learns new vocabulary . what is more Heath , Potter Perry stated that cognitive changes provide the school-aged child with the ability to think in a logical mood about the present , but not about generalization (Heath , Potter Perry 1995 ,. 131 . In other words , their thoughts are no longer dominated by their perceptions , and that their ability to understand the creative activity greatly expands . In their study regarding when children begin to acquire the language-specific meanings , Hirsh-Pasek and Golinkoff (2006 ) pointed out that children acquire language-specific semantics that...If you want to get a full essay, install it on our website:
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